Written, Oral and Visual Communication: Communicate effectively in writing, orally and/or visually using traditional and/or modern information resources and supporting technology.
Scientific and Quantitative Reasoning: Locate, identify, collect, and organize data in order to thenanalyze, interpret or evaluate it using mathematical skills and/or the scientific method.
Critical Thinking:Differentiate between facts, influences, opinions, and assumptions toreach reasoned and supportable conclusions.
Problem Solving: Recognize and identify the components of a problem or issue, look at itfrom multiple perspectivesand investigate ways to resolve it.
Information Literacy: Formulate strategies to locate, evaluate and apply information from a variety of sources - print and/or electronic.
GEOGRAPHY: A.S. and Transfer
GEOLOGY: A.S. and Transfer
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First: Please rank on a scale of 1 to 5 (5=high) - how important each of these general outcomes are to the various parts of their areas in a matrix as follows:
Effective
Communication
Scientific or
Quantitative
Reasoning
Critical
Thinking Problem Solving
Information
Literacy
Geography
5
3
4
2
Geology
5
5
3
2
Next: Look at what your discipline has written previously about Discipline specific SLOs. How do these compare to each of general college learning outcomes above?
By the end of the semester all academically successful students exiting our program will be able to apply the general principles of the science of Geology to discuss in specific detail the sequence of events and relative age of the rocks that collectively define the geological history of a particular terrain.
All student exiting this program will be able to discuss the basic components of the Unfying Theory Plate Tectonics and will be able to relate the significance of this theory to all investigations of Earth.
All students exiting our program will be able to discuss the role of geologist in society.
LIFE AND EARTH SCIENCES Problem Solving and Critical Thinking SLO (from 2005) In our department we teach students to approach problem solving by:
clarifying the problem or question, and if necessary, breaking it apart into manageable sub-questions
discerning and describing factors that are relevant to the problem and doing appropriate observation and data collection
coming up with a possible solution and being able to explicitly state what evidence or line of thinking led to that particular outcome
understanding and making peace with the idea that science can never give an absolute answer to any question
understanding that scientific problem-solving is not always a linear process
having the ability and being willing to go back and revise earlier steps in their problem-solving process as they learn more
being aware of and amenable to peer review (the scrutiny of their work by others skilled in the field) and also being aware that any of their results and conclusions should be reproducible.
Think about how these programmatic SLOs relate to the College Learning Outcomes above. Feel free to edit, expand or change them. Try to make a program SLO for each College Learning Outcome with scores of 3 or higher on the matrix.
Geography/GeologyCollege Learning Outcomes:
Links to each sub-section
GEOGRAPHY: MS_ES_GeographyGEOLOGY: MS_ES_Geology
List of degrees and certificates in each area
GEOGRAPHY: A.S. and TransferGEOLOGY: A.S. and Transfer
DON'T FORGET TO SAVE!!!
First: Please rank on a scale of 1 to 5 (5=high) - how important each of these general outcomes are to the various parts of their areas in a matrix as follows:Communication
Quantitative
Reasoning
Thinking
Problem Solving
Literacy
LIFE AND EARTH SCIENCES Problem Solving and Critical Thinking SLO (from 2005)
In our department we teach students to approach problem solving by:
Think about how these programmatic SLOs relate to the College Learning Outcomes above. Feel free to edit, expand or change them. Try to make a program SLO for each College Learning Outcome with scores of 3 or higher on the matrix.